Journal of Professional Nursing RSS feed: Current Issue. The Journal of Professional Nursing addresses the practice, research, and policy roles of nurses with baccalaureate and graduate degrees, the education and management concerns of the universities in which they are educated, and the settings in which they practice. Reports of original work, research, reviews, and policy papers focusing on professional nursing are published. http://www.professionalnursing.org/?rss=yesElsevier Inc.en © 2012 Published by Elsevier Inc. Journal of Professional Nursing8755-7223282March 2012 © 2012 Published by Elsevier Inc. healthpermissions@elsevier.comhttp://www.professionalnursing.org/article/PIIS8755722312000300/abstract?rss=yes We have been receiving an increasing number of manuscripts on issues related to interpersonal interactions, such as the importance of emotional intelligence in our students, the prevention of bullying in various arenas, and the importance of patient–provider relationships. We can categorize all of these topics under the category of civility. We are witnessing how important civility is in all that we do as nurses, whether it is in the classroom, in the health care setting, or in research laboratories and offices, to name just a few. Several of my previous editorials have addressed the importance of communication and being able to manage conflict when there are differences in our viewpoints. I have written about the notion of “waging good conflict” (). Lately, however, as debates over our health care system have intensified, it seems that civility is often left behind. There is so much heated debate, which could be a good thing—lively, spirited differences of opinion are important to make constructive changes and progress in innovative ways. However, heated debate that is characterized by vitriol is not good and is not helpful.Health Care Policy Debates: Let’s Bring Back CivilityEllen Olshansky10.1016/j.profnurs.2012.02.003Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XEditorial7172http://www.professionalnursing.org/article/PIIS8755722312000294/abstract?rss=yesThe American Association of Colleges of Nursing Expands Leadership Role in the Area of Interprofessional Education as Nursing's Representative to the Interprofessional Education Collaborative10.1016/j.profnurs.2012.02.002Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XNews from AACN7373http://www.professionalnursing.org/article/PIIS8755722311002006/abstract?rss=yesMany nursing schools invest resources in offices to support research efforts and to strengthen research programs for external funding. This article will describe the resources available for research support in schools of nursing with doctoral degree-granting programs. Using a descriptive survey design, invitations and links to the online survey were sent to deans of nursing schools offering doctoral degrees as identified by the American Association of Colleges of Nursing. Response rate was 70.6% (120/170 eligible institutions), and 75% had a research office. Presence of a research office was associated with being in an academic health sciences center, being located in a public institution, and offering a doctor of philosophy (PhD) program. In 2009–2010, the average budget for the research offices was $390,000. Research offices were staffed by a director (88.6%), a grant administrator (78%), a statistician (74%), and a clerical staff (58.6%) and provided an array of services including grant support, scholarly support, and faculty development services. Nursing schools provided various support services for research productivity. Of those schools reporting that they had a research office, 59% had received National Institutes of Health (NIH) funding in the past year. Greater NIH funding was associated with those research offices employing more staff and offices existing for longer periods.Research Support in Doctoral-Granting Schools of Nursing: A Decade LaterCatherine A. Bevil, Marlene Z. Cohen, John R. Sherlock, Saunjoo L. Yoon, Carolyn B. Yucha10.1016/j.profnurs.2011.11.016Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles7481http://www.professionalnursing.org/article/PIIS8755722311000755/abstract?rss=yesUndergraduate curriculum revision is a daunting task, particularly when new accreditation criteria clearly call for substantive changes in how baccalaureate generalist nurses are educated. Using the nine essentials of The Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 2008) and the 109 Essential outcomes, the University of Kansas School of Nursing undergraduate faculty employed three phases of change: (a) understanding, (b) analysis, and (c) design to create an innovative curriculum. Theoretical influences from E. M. Rogers' (2003) Diffusion of Innovations theory, W. Bridges' (2009) work with transitions, and concepts of ownership guided the revision process. Strategies, such as gap analysis, nominal group technique, and word clouds, facilitated faculty transition from the ending of the old curriculum to ownership and beginning of the new curriculum. Inductive methods of faculty perceptions of ideal graduate characteristics and clustering of themes in the 109 Essential outcomes produced five themes: (a) communication/professional development, (b) evidence-based practice, (c) leadership/management, (d) nursing across the lifespan, and (e) population-based health care. A Q-Sort of the Essentials placed all 109 essential outcomes under each of these categories. Essential outcomes within these categories were then interpreted as data points and used as the basis for course design and accompanying credit allocation. A variety of research, theory, and interpersonally sensitive approaches yielded an innovative curriculum reflecting the Essentials and “new beginnings” for the undergraduate faculty.From Daunting Task to New Beginnings: Bachelor of Science in Nursing Curriculum Revision Using the New EssentialsSharon Kumm, Katherine A. Fletcher10.1016/j.profnurs.2011.05.002Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles8289http://www.professionalnursing.org/article/PIIS8755722311001876/abstract?rss=yes“Nursing is a science that is applied in practice and is deeply rooted in a fundamental commitment to meeting the health needs of people regardless of their life circumstances” (J. Edwards, 2002). How can the role of nursing educator be any different? New requirements from accrediting bodies, state nursing boards, and other authorities ensure we are meeting the needs of this generation of nursing students. How then do we protect our professional practice within the demands of the university? To answer this question, we will examine the available literature as it relates to nursing, education, professional practice, scholarship, and faculty evaluation. Implications for the nursing profession and education include defining faculty practice within the mission of the university, enhancing the working relationship between schools of nursing and clinical sites, and developing faculty practice guidelines with a clear definition of scholarship. The definition of scholarship that we recommend that meets the needs of practice disciplines is the definition of scholarship by Ernest Boyer (1990), specifically the scholarship of application. As defined by Boyer, the scholarship of application “…is one that both applies and contributes to human knowledge” (p. 23).Faculty Practice: Is It Scholarly Activity?Carey Bosold, Melissa Darnell10.1016/j.profnurs.2011.11.003Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles9095http://www.professionalnursing.org/article/PIIS8755722311001888/abstract?rss=yesThere has been limited identification of core lesbian, gay, bisexual, transgendered, or intersexed (LGBTI) experience concepts that should be included in the nursing curricula. This article addresses the gap in the literature. To move nursing toward the goals of health equity and cultural humility in practice, education, and research, nursing curricula must integrate core LGBTI concepts, experiences, and needs related to health and illness. This article reviews LGBTI health care literature to address the attitudes, knowledge, and skills needed to address curricular gaps and provide content suggestions for inclusion in nursing curricula. Also considered is the need to expand nursing students' definition of diversity before discussing the interplay between nurses' attitudes and culturally competent care provided to persons who are LGBTI. Knowledge needed includes a life span perspective that addresses developmental needs and their impact on health concerns throughout the life course; health promotion and disease prevention with an articulation of unique health issues for this population; mental health concerns; specific health needs of transgender and intersex individuals; barriers to health care; interventions and resources including Internet sites; and legal and policy issues. Particular assessment and communication skills for LGBTI patients are identified. Finally, there is a discussion of didactic, simulation, and clinical strategies for incorporating this content into nursing curricula at the undergraduate and graduate levels.Lesbian, Gay, Bisexual, Transgendered, or Intersexed Content for Nursing CurriculaAnn Marie Walsh Brennan, Jane Barnsteiner, Mary Lou de Leon Siantz, Valeri T. Cotter, Janine Everett10.1016/j.profnurs.2011.11.004Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles96104http://www.professionalnursing.org/article/PIIS8755722311001864/abstract?rss=yesThere are many aspects of care that need an overhaul to function safely, efficiently, and effectively. There needs to be a new culture in health care that focuses on safety and quality, and it will take many shareholders working together to make this possible. The National Priorities Partnership is a group of 28 national organizations from across the health care spectrum collaborating to change the health care delivery system. The Partners acknowledged four challenges individuals face in the current U.S. system: harm, disparity, disease burden, and waste. To meet these challenges and improve performance, the Partners identified six priorities: patient and family engagement, population health, safety, care coordination, palliative and end-of-life care, and overuse (National Priorities Partnership). It is hopeful that when put into practice, these essentials will have a significant impact on improving health care. It comes down to creating a culture of safety and quality. This culture should start during entry-level education for health care providers, such as nursing schools. The priorities and goals provide a framework that can be incorporated into the curriculum so future nurses are aware of the issues and challenges in health care today. Each challenge needs evidence-based strategies for achieving the desired results. It is time to create a culture of safety and quality in health care.Incorporating National Priorities Into the CurriculumDeborah Y. Lewis10.1016/j.profnurs.2011.11.002Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles105109http://www.professionalnursing.org/article/PIIS8755722311000743/abstract?rss=yesNurses in practice and students in training often fear hurting a patient or doing something wrong. Experienced nurses have developed assessment skills and clinical intuition to recognize and intervene to prevent patient risk and harm. Beginning nursing students have not yet had the opportunity to develop an awareness of patient risk, safety concerns, or a clear sense of their accountability in the nurse role as the primary advocate for patient safety. In this Safety Manifesto, the authors call for educators to critically review their prelicensure curricula for inclusion of teaching and learning activities that are focused on patient safety and offer recommendations for curricular changes with an emphasis on integration of instructional strategies that develop students' skills for clinical reasoning and judgment.Patient Safety Manifesto: A Professional Imperative for Prelicensure Nursing EducationGregory A. DeBourgh, Susan K. Prion10.1016/j.profnurs.2011.05.001Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles110118http://www.professionalnursing.org/article/PIIS8755722311001918/abstract?rss=yesTo achieve transformational change, a transformational approach is needed. The Appreciative Inquiry (AI) summit is a method that has been used to achieve transformational change in business for at least 20 years, but this innovative alternative approach is unknown to nursing. At the University of Virginia School of Nursing, an AI Summit was designed to bring all staff, faculty, student representatives, and members of the community together to rewrite the school's strategic plan. New connections within the school, the university, and the community were made when 135 participants engaged in the appreciative, 4-step AI process of discovering, dreaming, designing, and creating the school's future. During the summit, 7 strategic teams formed to move the school toward the best possible future while building on the existing positive core. This article describes 10 steps needed to design an AI summit and implications for using this method at other schools of nursing.Achieving Transformational Change: Using Appreciative Inquiry for Strategic Planning in a School of NursingRebecca Bouterie Harmon, Dorrie Fontaine, Margaret Plews-Ogan, Anne Williams10.1016/j.profnurs.2011.11.007Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles119124http://www.professionalnursing.org/article/PIIS875572231100189X/abstract?rss=yesWe integrated complementary and alternative medicine (CAM)-related content into selected core courses in our master's-level curriculum. To facilitate students' application of the content, we developed evidence-based online case studies and evaluated their effectiveness by comparing students' pretest and posttest scores on multiple-choice quizzes. Findings suggest that evidence-based online case studies are an effective strategy for teaching graduate nursing students about the clinical issues surrounding patients' use of CAM therapies.Case-Based Online Modules to Teach Graduate-Level Nursing Students About Complementary and Alternative Medical TherapiesBarbara Swanson, Janice M. Zeller, Joyce K. Keithley, Sharon C. Fung, Angela Johnson, Rosemarie Suhayda, Marcia Phillips, Patrick Downie10.1016/j.profnurs.2011.11.005Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles125129http://www.professionalnursing.org/article/PIIS8755722311002079/abstract?rss=yes“SELF-REFLECTIONS IN nursing” are complex matters that each professional nurse considers throughout his or her career. They are encounters with the deepest, truest part of them that often are initiated by a significant event that triggers this self-dialogue. This event might be a patient's difficult diagnosis, the death of a patient, or even a personal challenge in one's own life. As mortal creatures, we each experience the normal changes and challenges at each decade of life. At the very beginning of their education, nurses are taught to ask patients and families many open-ended questions and engage in a meaningful dialogue that invites reflection. Thoughtful anecdotes and journaling may be methods that schools of nursing use to encourage their students in lifelong reflective questioning. At many points in life, nurses can continue asking themselves these same open-ended questions, seek related questions, and search for resolution. As professionals, nurses can answer questions related to critical decision making and patient care standards.Self-Reflection in NursingJoann Marie Bagay10.1016/j.profnurs.2011.12.001Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles130131http://www.professionalnursing.org/article/PIIS875572231100192X/abstract?rss=yesNurses represent the largest number of health care workers worldwide, but they are currently underutilized for global health practices. This may be due to the fact that global health programs are not incorporated in nursing education in many countries. The World Health organization (WHO) recognized the importance of building capacity and having well-prepared nurses who are able to exchange knowledge and expertise worldwide, but did not offer practical solutions. A nursing Super course recognizes the gap between what WHO advocates for and what needs to be done in nursing education to achieve well prepared nurses. A solution suggested is to develop well-structured contents that are applicable and can be shared among nursing programs worldwide. A nursing Supercourse is proposed to provide lectures prepared by expert nursing educators and researchers in global health. The nursing Supercourse has emerged from the parent Supercourse that is a virtual library of lectures developed by world experts in public health and medicine. It represents a global library of over 4,300 public health and medical lectures and a network of over 56,000 public health professionals in 174 countries of the world. These lectures are written in different languages, prepared in easy format, and can be accessed through the internet. In other words does not require the usage of any advanced technology. The Supercourse educational technology has been used successfully in Epidemiology education focusing on multiple topics in public health such as non- communicable disease prevention (NCD), chronic diseases, disaster preparedness, environmental health, and others. Training of nursing students in global health while there are attending nursing programs needs to be a part of the national and international health efforts for disease prevention and health promotion.Nurse Educators Establishing New Venues in Global Nursing EducationKawkab Shishani, Carol Allen, Eugene Shubnikov, Khlood Salman, Ronald E. LaPorte, Faina Linkov10.1016/j.profnurs.2011.11.008Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XOriginal Articles132134http://www.professionalnursing.org/article/PIIS8755722312000336/abstract?rss=yesTable of Contents10.1016/S8755-7223(12)00033-6Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XFrontmatterA1A1http://www.professionalnursing.org/article/PIIS8755722312000348/abstract?rss=yesEditorial Board10.1016/S8755-7223(12)00034-8Journal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XFrontmatterA2A2http://www.professionalnursing.org/article/PIIS875572231200035X/abstract?rss=yesInformation for Authors10.1016/S8755-7223(12)00035-XJournal of Professional Nursing 28, 2 (2012)2012-03-01Journal of Professional Nursing2012-03-01282S8755-7223(11)X0008-XFrontmatterA3A3